Theoretical Approaches to «Place-Based Education» in Foreign Pedagogy

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DOI: https://doi.org/10.30929/2307-9770.2022.10.02.04

Paper Language: UKR

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Abstract

The paper considers the Place-based education as an actual format of modern foreign education. Place-based education is based on strong and diverse (cultural, social, artistic, economic, environmental, etc.) connections with local community and area where students live. The relevance of the study is due to the importance of systematic understanding of Place-based education foreign practices. Abroad, such pedagogy is actively developing on a theoretical and practical level: there are scientific pedagogical schools in this area, as well as educational institutions, where education is organized on this basis. Analysis of scientific literature on the research topic shows the importance of Place-based education in foreign educational practices. At the same time, Ukrainian pedagogical science has not yet fully implemented this positive didactic experience. This determines the purpose of the study, which is to critically review the theoretical approaches of foreign scholars to the Place-based education. The research methodology contains general theoretical and special methods. Place-based education has significant potential in terms of giving students greater autonomy and greater opportunities, so that they could identify complex local and global problems and take responsibility for solving them. Foreign experience in implementing education on the basis of Place-based one is useful for the Ukrainian educational system in terms of European integration processes. The child-centred approach that underlies school education reform involves the personalization of learning, the transition to a competency model, the active use of project-based learning, and the strengthening of patriotic education. As Place-based education combines personalized, competency-based and project-based learning, as well as promotes national consciousness and patriotism, this educational format can be considered to be effective for modern Ukrainian education. We see the prospects for further research in the study of the possibilities of implementing the principles of Place-based education in the process of teaching Ukrainian literature.

Keywords

place-based education, child-centred approach, personalized learning, project-based learning, competence learning, development of national consciousness

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